Related Experiment Videos
Comparing the self-concept of students with and without learning disabilities
Amy M Gans1, Maureen C Kenny, Dave L Ghany
1Department of Educational and Psychological Studies, Florida International University, USA.
Journal of Learning Disabilities
|November 2, 2004
Summary
Children with learning disabilities (LD) and their peers showed similar global self-concept. However, students without LD reported higher self-perceptions in intellectual and school status and behavior.
Area of Science:
- Child Psychology
- Educational Psychology
- Special Education
Background:
- Self-concept is crucial for academic and social development in children.
- Learning disabilities (LD) can impact a child's self-perception and academic experience.
- Previous research indicates varied effects of LD on self-concept domains.
Purpose of the Study:
- To compare self-concept between middle school students with and without learning disabilities (LD).
- To identify specific domains of self-concept that may be affected by LD.
- To provide insights for future research and interventions.
Main Methods:
- A comparative study involving 50 middle school students with LD and 70 peers without LD.
- Utilized the Piers-Harris Children's Self-Concept Scale to assess self-concept across six subdomains.
- Participants were primarily Hispanic adolescents.
Main Results:
- Students without LD scored significantly higher on the Intellectual and School Status subscales compared to students with LD.
- No statistically significant differences were found between the groups regarding global self-concept.
- Specific subdomains, not global self-concept, were identified as areas of difference.
Conclusions:
- While global self-concept may not differ, specific academic-related self-perceptions are lower in students with LD.
- Interventions should focus on bolstering self-concept in intellectual and school-related areas for students with LD.
- Future research should explore the nuances of self-concept in diverse student populations with LD.